Digital Alterity in School: Adolescents and Social Networks
Abstract Virtual social networks are essential spaces of interaction during adolescence, relationships built in these scenarios complement or extend face-to-face social ties. In this context, the aim of this research is to expand the frameworks of representation of youth in school through the analysis of the form in which adolescents build alterity relationships in virtual social networks. With a qualitative approach of virtual ethnographic design, participant observation was carried out on digital platforms (Instagram and Facebook) during the year 2023, and the focus group and semi-structured interview were used with 20 students between 16 and 18 years belonging to two public education institutions in Colombia and Spain. The data were systematized in ATLAS.ti 24 with an open coding process and with virtual social networks and digital alterity concepts as analysis categories. The results show that participants establish relationships on virtual social networks based on uses and motivations through a deployment of socio-emotional skills aimed at caring for others. Thus, social networks are consolidated as spaces where adolescents obtain recognition from their peers, freely express their personality, strengthen bonds of friendship, build new social links, and configure their digital identity. Given the growing use of these platforms during adolescence, the response of contemporary society has been to prevent cyberbullying. However, it is necessary to implement ongoing school coexistence programs that provide training strategies in socio-emotional development to students, to encourage the establishment of digital alterity relationships characterized by the recognition of the other, their fragility and their radical difference.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Alonso-Sainz, T. (2021). “Don’t Be Your Selfie”: The Pedagogical Importance of the Otherness in the Construction of Teenagers’ Identity. In Identity in a Hyperconnected Society (pp. 49–60). Springer International Publishing. https://doi.org/10.1007/978-3-030-85788-2
Andrade-Vargas, L., Iriarte-Solano, M., Rivera-Rogel, D., & Yunga-Godoy, D. (2021). Jóvenes y redes sociales: Entre la democratización del conocimiento y la inequidad digital. Comunicar, 29(69), 79–89. https://doi.org/10.3916/C69-2021-07
Ardèvol, E., Bertrán, M., Callén, B., & Pérez, C. (2003). Etnografía virtualizada: la observación participante y la entrevista semiestructurada en línea. Athenea Digital, 3, 72–92. 72–92. https://www.redalyc.org/pdf/537/53700305.pdf
Barthes, R. (1990). La cámara lúcida. Nota sobre la fotografía (1st ed.). Paidós.
Benavides-Lara, M. A., Pompa Mansilla, M., De Agüero Servín, M., Sánchez-Mendiola, M., & Rendón Cazales, V. J. (2022). Los grupos focales como estrategia de investigación en educación: algunas lecciones desde su diseño, puesta en marcha, transcripción y moderación. CPU-e, Revista de Investigación Educativa, 34. https://doi.org/10.25009/cpue.v0i34.2793
Biernesser, C., Sewall, C. J. R., Brent, D., Bear, T., Mair, C., & Trauth, J. (2020). Social media use and deliberate self-harm among youth: A systematized narrative review. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105054
Bucknell Bossen, C., & Kottasz, R. (2020). Uses and gratifications sought by pre-adolescent and adolescent TikTok consumers. Young Consumers, 21(4), 463–478. https://doi.org/10.1108/YC-07-2020-1186
Cebollero-Salinas, A., Cano-Escoriaza, J., & Orejudo, S. (2022). Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents. Sustainability (Switzerland), 14(5). https://doi.org/10.3390/su14052566
Demaria, F., Pontillo, M., Di Vincenzo, C., Bellantoni, D., Pretelli, I., & Vicari, S. (2024). Body, image, and digital technology in adolescence and contemporary youth culture. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1445098
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of facebook “friends:” Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
Fam, J. Y., Männikkö, N., Juhari, R., & Kääriäinen, M. (2022). Is Parental Mediation Negatively Associated With Problematic Media Use Among Children and Adolescents? A Systematic Review and Meta-Analysis. Canadian Journal of Behavioural Science, 55(2), 89–99. https://doi.org/10.1037/cbs0000320
Fernández-Montalvo, J., Peñalva, A., & Irazabal, I. (2015). Internet Use Habits and Risk Behaviours in Preadolescence. Comunicar, 22(44), 113–121. https://doi.org/10.3916/C44-2015-12
Flick, U. (2015). El diseño de investigación cualitativa. Morata.
García-Ruiz, R., Morueta, R. T., & Gómez, Á. H. (2018). Redes sociales y estudiantes: motivos de uso y gratificaciones. Evidencias para el aprendizaje. Aula Abierta, 47(3), 291–298. https://doi.org/10.17811/rifie.47.3.2018.291-298
Gil-Quintana, J., & Amoros, M. F. G. (2020). Posts, interactions, truths and lies of Spanish adolescents on Instagram. Texto Livre, 13(1), 20–44. https://doi.org/10.17851/1983-3652.13.1.20-44
Gil-Ruiz, F. J., & Hernández-Herrera, M. (2023). Ron da error: el consumo digital de los jóvenes a la luz de las tesis de Byung-Chul Han. Palabra Clave, 26(3), 1–37. https://doi.org/10.5294/pacla.2023.26.3.3
Gomez-Baya, D., Rubio-Gonzalez, A., & Gaspar de Matos, M. (2019). Online communication, peer relationships and school victimisation: a one-year longitudinal study during middle adolescence. International Journal of Adolescence and Youth, 24(2), 199–211. https://doi.org/10.1080/02673843.2018.1509793
Granados, B. G., Quintana-Orts, C., & Rey, L. (2020). Regulación emocional y uso problemático de las redes sociales en adolescentes: el papel de la sintomatología depresiva. Health and Addictions, 20(1), 77–86. https://doi.org/10.21134/haaj.v20i1.473
Healy, M. (2021). Keeping company: Educating for online friendship. British Educational Research Journal, 47(2), 484–499. https://doi.org/10.1002/berj.3673
Hill, D. W. (2011). The ethical dimensions of a new media age: a study in contemporary responsibility [University of York]. https://etheses.whiterose.ac.uk/2223/
Hine, C. (2004). Etnografía virtual. UOC.
Hoxhaj, B., Xhani, D., Kapo, S., & Sinaj, E. (2023). The Role of Social Media on Self-Image and Self-Esteem: A Study on Albanian Teenagers. Journal of Educational and Social Research, 13(4), 128–139. https://doi.org/10.36941/jesr-2023-0096
Jaramillo Ocampo, D., Jaramillo Echeverri, L., & Murcia Peña, N. (2018). Acogida y proximidad: Algunos aportes de Emmanuel Levinas a la Educación. Actualidades Investigativas En Educación, 18(1), 1–16. https://doi.org/10.15517/aie.v18i1.31771
Khatod, S. R. (2024). Empathy education in adolescence may mitigate hate caused by seminal events: a literature review and case presentations by an adolescent. Discover Psychology, 4(1). https://doi.org/10.1007/s44202-024-00248-w
Lévinas, E. (1974). Humanismo del otro hombre. In Siglo veintiuno editores.
Lévinas, E. (2001). La huella del otro. Taurus.
Lévinas, E. (2003). Totalidad e infinito. Ensayo sobre la exterioridad (Sexta edición). Ediciones Sígueme.
Machado, E. (2017). Ciberfeminismo: disidencias corporales y género itinerante. REVELL Revista de Estudos Literários Da UEMS, 3(17), 47–75.
Marciano, L., Schulz, P. J., & Camerini, A.-L. (2022). How do depression, duration of internet use and social connection in adolescence influence each other over time? An extension of the RI-CLPM including contextual factors. Computers in Human Behavior, 136, 1–12. https://doi.org/10.1016/j.chb.2022.107390
Marcus, G. (2018). Etnografía Multisituada. Reacciones y potencialidades de un Ethos del método antropológico durante las primeras décadas de 2000. Etnografías Contemporáneas, 4(7), 177–195. https://revistasacademicas.unsam.edu.ar/index.php/etnocontemp/article/view/475
Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 1–31. https://doi.org/10.1016/j.childyouth.2019.104647
Martín-Cárdaba, M. Á., Lafuente-Pérez, P., Durán-Vilches, M., & Solano-Altaba, M. (2024). Estereotipos de género y redes sociales: consumo de contenido generado por influencers entre los preadolescentes y adolescentes. Doxa Comunicacion, 2024(38), 81–97. https://doi.org/10.31921/doxacom.n38a2034
Mateus, J. C., Leon, L., & Núñez-Alberca, A. (2022). Influencers peruanos, ciudadanía mediática y su rol social en el contexto del COVID-19. Comunicacion y Sociedad (Mexico), 19. https://doi.org/10.32870/cys.v2022.8218
Murciano-Hueso, A., Gutiérrez-Pérez, B. M., Martín-Lucas, J., & García, A. H. (2022). Juventud onlife. Estudio sobre el perfil de uso y comportamiento de los jóvenes a través de las pantallas. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 28(2), 1–17. https://doi.org/10.30827/RELIEVE.V28I2.26158
Pertegal-Vega, M. Á., Oliva-Delgado, A., & Rodríguez-Meirinhos, A. (2019). Revisión sistemática del panorama de la investigación sobre redes sociales:Taxonomía sobre experiencias de uso. Comunicar, 27(60), 81–90. https://doi.org/10.3916/C60-2019-08
Piccerillo, L., & Digennaro, S. (2024). Adolescent Social Media Use and Emotional Intelligence: A Systematic Review. Adolescent Research Review. https://doi.org/10.1007/s40894-024-00245-z
Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2016). Digital Ethnography: Principles and Practice. SAGE Publications Ltd.
Popat, A., & Tarrant, C. (2023). Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review. Clinical Child Psychology and Psychiatry, 28(1), 323–337. https://doi.org/10.1177/13591045221092884
Portillo Fernández, J. (2016). Planos de realidad, identidad virtual y discurso en las redes sociales. Logos: Revista de Lingüística, Filosofía y Literatura, 26(1), 51–63. https://doi.org/10.15443/RL2604
Restrepo, E. (2016). Etnografía: alcances, técnicas y éticas (Envión, Ed.; 1st ed.). Pontificia Universidad Javeriana. https://www.ram-wan.net/restrepo/documentos/libro-etnografia.pdf
Reyero, D., Pattier, D., & García-Ramos, D. (2021). Adolescence and Identity in the Twenty-First Century: Social Media as Spaces for Mimesis and Learning. In Identity in a Hyperconnected Society (pp. 75–93). Springer International Publishing. https://doi.org/10.1007/978-3-030-85788-2
Romera, E. M., Camacho, A., Ortega-Ruiz, R., & Falla, D. (2021). Cibercotilleo, ciberagresión, uso problemático de Internet y comunicación con la familia. Comunicar, 67(2), 61–71. https://doi.org/10.3916/C67-2021-05
Sari, D. I., Rejekiningsih, T., & Muchtarom, M. (2020). Students’ digital ethics profile in the era of disruption: An overview from the internet use at risk in Surakarta City, Indonesia. International Journal of Interactive Mobile Technologies, 14(3), 82–94. https://doi.org/10.3991/ijim.v14i03.12207
Scoponi, P. (2019). Hacia una caracterización del ciberlenguaje adolescente: el caso de la multimodalidad en Facebook. Revista Estudios Del Discurso Digital (REDD), 2, 101–128. https://doi.org/10.24197/redd.2.2019.101-128
Serrate-González, S., Sánchez-Rojo, A., Andrade-Silva, L. E., & Muñoz-Rodríguez, J. M. (2023). Onlife identity: The question of gender and age in teenagers’ online behaviour. Comunicar, 31(75), 9–19. https://doi.org/10.3916/C75-2023-01
Serres, M. (2013). Pulgarcita (M. Serres, Ed.). Fondo de la Cultura Económica.
Sibilia, P. (2008). La intimidad como espectáculo (1st ed.). Fondo de la Cultura Económica.
Statista. (2024). Most popular social networks worldwide as of April 2024, by number of monthly active users. https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/
Ure, M. (2017). De la alteridad a la hiperalteridad: la relación con el otro en la Sociedad Red. Sophía, 1(22), 185–204. https://doi.org/10.17163/soph.n22.2017.08
Van Dijck, J. (2016). La cultura de la conectividad: Una historia crítica de las redes sociales. Siglo XXI Editores.
Woo, J. G. (2014). Teaching the unknowable Other: Humanism of the Other by E. Lévinas and pedagogy of responsivity. Asia Pacific Education Review, 15(1), 79–88. https://doi.org/10.1007/s12564-013-9301-x
Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., & Llorent, V. J. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidactica, 23(2), 86–93. https://doi.org/10.1016/j.psicod.2017.12.001
Andrade-Vargas, L., Iriarte-Solano, M., Rivera-Rogel, D., & Yunga-Godoy, D. (2021). Jóvenes y redes sociales: Entre la democratización del conocimiento y la inequidad digital. Comunicar, 29(69), 79–89. https://doi.org/10.3916/C69-2021-07
Ardèvol, E., Bertrán, M., Callén, B., & Pérez, C. (2003). Etnografía virtualizada: la observación participante y la entrevista semiestructurada en línea. Athenea Digital, 3, 72–92. 72–92. https://www.redalyc.org/pdf/537/53700305.pdf
Barthes, R. (1990). La cámara lúcida. Nota sobre la fotografía (1st ed.). Paidós.
Benavides-Lara, M. A., Pompa Mansilla, M., De Agüero Servín, M., Sánchez-Mendiola, M., & Rendón Cazales, V. J. (2022). Los grupos focales como estrategia de investigación en educación: algunas lecciones desde su diseño, puesta en marcha, transcripción y moderación. CPU-e, Revista de Investigación Educativa, 34. https://doi.org/10.25009/cpue.v0i34.2793
Biernesser, C., Sewall, C. J. R., Brent, D., Bear, T., Mair, C., & Trauth, J. (2020). Social media use and deliberate self-harm among youth: A systematized narrative review. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105054
Bucknell Bossen, C., & Kottasz, R. (2020). Uses and gratifications sought by pre-adolescent and adolescent TikTok consumers. Young Consumers, 21(4), 463–478. https://doi.org/10.1108/YC-07-2020-1186
Cebollero-Salinas, A., Cano-Escoriaza, J., & Orejudo, S. (2022). Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents. Sustainability (Switzerland), 14(5). https://doi.org/10.3390/su14052566
Demaria, F., Pontillo, M., Di Vincenzo, C., Bellantoni, D., Pretelli, I., & Vicari, S. (2024). Body, image, and digital technology in adolescence and contemporary youth culture. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1445098
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of facebook “friends:” Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
Fam, J. Y., Männikkö, N., Juhari, R., & Kääriäinen, M. (2022). Is Parental Mediation Negatively Associated With Problematic Media Use Among Children and Adolescents? A Systematic Review and Meta-Analysis. Canadian Journal of Behavioural Science, 55(2), 89–99. https://doi.org/10.1037/cbs0000320
Fernández-Montalvo, J., Peñalva, A., & Irazabal, I. (2015). Internet Use Habits and Risk Behaviours in Preadolescence. Comunicar, 22(44), 113–121. https://doi.org/10.3916/C44-2015-12
Flick, U. (2015). El diseño de investigación cualitativa. Morata.
García-Ruiz, R., Morueta, R. T., & Gómez, Á. H. (2018). Redes sociales y estudiantes: motivos de uso y gratificaciones. Evidencias para el aprendizaje. Aula Abierta, 47(3), 291–298. https://doi.org/10.17811/rifie.47.3.2018.291-298
Gil-Quintana, J., & Amoros, M. F. G. (2020). Posts, interactions, truths and lies of Spanish adolescents on Instagram. Texto Livre, 13(1), 20–44. https://doi.org/10.17851/1983-3652.13.1.20-44
Gil-Ruiz, F. J., & Hernández-Herrera, M. (2023). Ron da error: el consumo digital de los jóvenes a la luz de las tesis de Byung-Chul Han. Palabra Clave, 26(3), 1–37. https://doi.org/10.5294/pacla.2023.26.3.3
Gomez-Baya, D., Rubio-Gonzalez, A., & Gaspar de Matos, M. (2019). Online communication, peer relationships and school victimisation: a one-year longitudinal study during middle adolescence. International Journal of Adolescence and Youth, 24(2), 199–211. https://doi.org/10.1080/02673843.2018.1509793
Granados, B. G., Quintana-Orts, C., & Rey, L. (2020). Regulación emocional y uso problemático de las redes sociales en adolescentes: el papel de la sintomatología depresiva. Health and Addictions, 20(1), 77–86. https://doi.org/10.21134/haaj.v20i1.473
Healy, M. (2021). Keeping company: Educating for online friendship. British Educational Research Journal, 47(2), 484–499. https://doi.org/10.1002/berj.3673
Hill, D. W. (2011). The ethical dimensions of a new media age: a study in contemporary responsibility [University of York]. https://etheses.whiterose.ac.uk/2223/
Hine, C. (2004). Etnografía virtual. UOC.
Hoxhaj, B., Xhani, D., Kapo, S., & Sinaj, E. (2023). The Role of Social Media on Self-Image and Self-Esteem: A Study on Albanian Teenagers. Journal of Educational and Social Research, 13(4), 128–139. https://doi.org/10.36941/jesr-2023-0096
Jaramillo Ocampo, D., Jaramillo Echeverri, L., & Murcia Peña, N. (2018). Acogida y proximidad: Algunos aportes de Emmanuel Levinas a la Educación. Actualidades Investigativas En Educación, 18(1), 1–16. https://doi.org/10.15517/aie.v18i1.31771
Khatod, S. R. (2024). Empathy education in adolescence may mitigate hate caused by seminal events: a literature review and case presentations by an adolescent. Discover Psychology, 4(1). https://doi.org/10.1007/s44202-024-00248-w
Lévinas, E. (1974). Humanismo del otro hombre. In Siglo veintiuno editores.
Lévinas, E. (2001). La huella del otro. Taurus.
Lévinas, E. (2003). Totalidad e infinito. Ensayo sobre la exterioridad (Sexta edición). Ediciones Sígueme.
Machado, E. (2017). Ciberfeminismo: disidencias corporales y género itinerante. REVELL Revista de Estudos Literários Da UEMS, 3(17), 47–75.
Marciano, L., Schulz, P. J., & Camerini, A.-L. (2022). How do depression, duration of internet use and social connection in adolescence influence each other over time? An extension of the RI-CLPM including contextual factors. Computers in Human Behavior, 136, 1–12. https://doi.org/10.1016/j.chb.2022.107390
Marcus, G. (2018). Etnografía Multisituada. Reacciones y potencialidades de un Ethos del método antropológico durante las primeras décadas de 2000. Etnografías Contemporáneas, 4(7), 177–195. https://revistasacademicas.unsam.edu.ar/index.php/etnocontemp/article/view/475
Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 1–31. https://doi.org/10.1016/j.childyouth.2019.104647
Martín-Cárdaba, M. Á., Lafuente-Pérez, P., Durán-Vilches, M., & Solano-Altaba, M. (2024). Estereotipos de género y redes sociales: consumo de contenido generado por influencers entre los preadolescentes y adolescentes. Doxa Comunicacion, 2024(38), 81–97. https://doi.org/10.31921/doxacom.n38a2034
Mateus, J. C., Leon, L., & Núñez-Alberca, A. (2022). Influencers peruanos, ciudadanía mediática y su rol social en el contexto del COVID-19. Comunicacion y Sociedad (Mexico), 19. https://doi.org/10.32870/cys.v2022.8218
Murciano-Hueso, A., Gutiérrez-Pérez, B. M., Martín-Lucas, J., & García, A. H. (2022). Juventud onlife. Estudio sobre el perfil de uso y comportamiento de los jóvenes a través de las pantallas. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 28(2), 1–17. https://doi.org/10.30827/RELIEVE.V28I2.26158
Pertegal-Vega, M. Á., Oliva-Delgado, A., & Rodríguez-Meirinhos, A. (2019). Revisión sistemática del panorama de la investigación sobre redes sociales:Taxonomía sobre experiencias de uso. Comunicar, 27(60), 81–90. https://doi.org/10.3916/C60-2019-08
Piccerillo, L., & Digennaro, S. (2024). Adolescent Social Media Use and Emotional Intelligence: A Systematic Review. Adolescent Research Review. https://doi.org/10.1007/s40894-024-00245-z
Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2016). Digital Ethnography: Principles and Practice. SAGE Publications Ltd.
Popat, A., & Tarrant, C. (2023). Exploring adolescents’ perspectives on social media and mental health and well-being – A qualitative literature review. Clinical Child Psychology and Psychiatry, 28(1), 323–337. https://doi.org/10.1177/13591045221092884
Portillo Fernández, J. (2016). Planos de realidad, identidad virtual y discurso en las redes sociales. Logos: Revista de Lingüística, Filosofía y Literatura, 26(1), 51–63. https://doi.org/10.15443/RL2604
Restrepo, E. (2016). Etnografía: alcances, técnicas y éticas (Envión, Ed.; 1st ed.). Pontificia Universidad Javeriana. https://www.ram-wan.net/restrepo/documentos/libro-etnografia.pdf
Reyero, D., Pattier, D., & García-Ramos, D. (2021). Adolescence and Identity in the Twenty-First Century: Social Media as Spaces for Mimesis and Learning. In Identity in a Hyperconnected Society (pp. 75–93). Springer International Publishing. https://doi.org/10.1007/978-3-030-85788-2
Romera, E. M., Camacho, A., Ortega-Ruiz, R., & Falla, D. (2021). Cibercotilleo, ciberagresión, uso problemático de Internet y comunicación con la familia. Comunicar, 67(2), 61–71. https://doi.org/10.3916/C67-2021-05
Sari, D. I., Rejekiningsih, T., & Muchtarom, M. (2020). Students’ digital ethics profile in the era of disruption: An overview from the internet use at risk in Surakarta City, Indonesia. International Journal of Interactive Mobile Technologies, 14(3), 82–94. https://doi.org/10.3991/ijim.v14i03.12207
Scoponi, P. (2019). Hacia una caracterización del ciberlenguaje adolescente: el caso de la multimodalidad en Facebook. Revista Estudios Del Discurso Digital (REDD), 2, 101–128. https://doi.org/10.24197/redd.2.2019.101-128
Serrate-González, S., Sánchez-Rojo, A., Andrade-Silva, L. E., & Muñoz-Rodríguez, J. M. (2023). Onlife identity: The question of gender and age in teenagers’ online behaviour. Comunicar, 31(75), 9–19. https://doi.org/10.3916/C75-2023-01
Serres, M. (2013). Pulgarcita (M. Serres, Ed.). Fondo de la Cultura Económica.
Sibilia, P. (2008). La intimidad como espectáculo (1st ed.). Fondo de la Cultura Económica.
Statista. (2024). Most popular social networks worldwide as of April 2024, by number of monthly active users. https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/
Ure, M. (2017). De la alteridad a la hiperalteridad: la relación con el otro en la Sociedad Red. Sophía, 1(22), 185–204. https://doi.org/10.17163/soph.n22.2017.08
Van Dijck, J. (2016). La cultura de la conectividad: Una historia crítica de las redes sociales. Siglo XXI Editores.
Woo, J. G. (2014). Teaching the unknowable Other: Humanism of the Other by E. Lévinas and pedagogy of responsivity. Asia Pacific Education Review, 15(1), 79–88. https://doi.org/10.1007/s12564-013-9301-x
Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., & Llorent, V. J. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidactica, 23(2), 86–93. https://doi.org/10.1016/j.psicod.2017.12.001
Martín-Martínez, S. G., & Gómez, C. (2025). Digital Alterity in School: Adolescents and Social Networks. Teoría De La Educación. Revista Interuniversitaria, 37(2), 163–185. https://doi.org/10.14201/teri.32145
Downloads
Download data is not yet available.
Publication Facts
Metric
This article
Other articles
Peer reviewers
2
2.4
Reviewer profiles N/A
Author statements
Author statements
This article
Other articles
Data availability
N/A
16%
External funding
N/A
32%
Competing interests
N/A
11%
Metric
This journal
Other journals
Articles accepted
93%
33%
Days to publication
215
145
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidad de Salamanca
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
+
−